Use a till roll to build a fraction wall

Level 1 Adult Numeracy Certificate includes work on fractions. The
emphasis is on recognising fraction equivalence, both between proper
fractions and between proper fractions and percentages and decimal
fractions. Test questions involve finding the value of a fraction of a
quantity and converting to and from percentages.

In everyday life, we tend to use certain common fraction families such
as halves, quarters, eighths and thirds, sixths, twelfths, and fifths,
tenths. Lets face it, fractions with prime number denominators beyond 5
are rarely used except in specialist worlds.

I was looking for a quick activity that could engage everyone. The desks
in the classroom are 60cm wide, and 60 is a number with a useful range
of factors. I spied some used till rolls waiting for archiving at one of
the centres, and that sparked an idea. Till rolls that are about 2cm
wide cost about a pound from commercial stationers. One till roll makes
enough 60cm lengths for a class of 25 with some left over.

Each student was given a length if till roll ripped off the roll as I
went round the classroom, I estimated the length to exceed the width of
the desk.

The instructions were to mark the start and end of the 60cm using the
desk. Each student was allocated a fraction. They had to divide 60 in
the fraction and mark up the roll, and rulers were provided. Students
with half, quarter and eighth fractions quickly latched onto repeated
folding. Other fraction families needed more figure work, but everyone
managed their divisions. Marker pens were given out and students asked
verbally to mark each of the fractions on their tape.

When completed, the students were invited to lay their fractions down on
the desk at the front as a group. People with the same fractions
compared their measuring and put their tapes on top of each other. The
idea of ordering the fractions was suggested by a student. Once ordered,
I asked questions about the equivalence of the various related families
('how many sixths in a third?') and students pointed out the fact that
you could not compare sixths and quarters (for example) directly.

Not a bad use of twenty minutes. Next time, I'll have the instructions
on the whiteboard and an example of a marked up tape. And I'll remember
the Blu Tak so we can put this on the wall.